Institutional Change at PUIs:
Where It Is and Where It’s
Going
Winnie Wang, Ph.D., C. R. A.
The Environment for Increasing
Submissions
Institutional Change at PUIs
“Go Out and Find More Money!”
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Higher Level of Stringency
with Federal Regulations
Exploring the Environment
I.
II.
III.
IV.
Historical Mission of Higher Education
Sponsored Projects Offices
Faculty
A possible change strategies
American Higher Education
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Tripartite Mission
Purposes of Higher Education
Industrial Production Model
Talent Development Model
Hierarchy of Institutions
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Organized into a highly refined status hierarchy
Well known elite private institutions and major
research universities
Large group of institutions with modest reputations
(less known research universities and a number of
liberal arts colleges)
Very large group of institutions that are virtually
unknown outside their geographic region
(community colleges and junior colleges, state
colleges, and small private colleges)
California Master Plan
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http://ucfuture.universityofcalifornia.edu/documents/ca_ma
sterplan_summary.pdf
”…It was the first time in the history of any state in the
United States, or any nation in the world, where such a
commitment was made -- that a state or a nation would
promise there would be a place ready for every high
school graduate or person otherwise qualified.” – Clark
Kerr 1999
Mission Statements
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teaching, research, and service priority
greatest tension between teaching and
research
Sponsored Projects Offices
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How to increase awards?
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Number of grants submitted (Cole, 2007)
Quality of grants awarded (mentoring, grant writing assistance
information dissemintation, etc.)
Making sure the grant is a good fit with what the agency is
interested in funding
Networking
New sources of funding, efficiency increases, etc.
Common topics at NCURA and over lunch!
Internal Audits-Potential for
Change
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Internal audits can be the best tools for bringing
about institutional change
PI education
Compliance (conflict of interest, debarment and
suspension, human subjects and animal welfare),
procurement/property management, timely
submission of progress/final reports and effort
reporting, proper disbursements of funds)
How do we educate faculty?
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language of education to faculty
PI orientation sessions
Empathic understanding of faculty pressure and
stress
Conflicts for Faculty
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Requirements of curricula vs. scholarly interests
Focus on graduate vs. undergraduate students and teaching
Disciplinary vs. the institutional identification
Publicly declared vs. the actual operating functions of colleges
and universities (research vs. teaching)
Liberal arts oriented vs. professionally oriented
Meritocratic vs. egalitarian
Progressive vs. conservative
Rich vs. poor
Resistant to change vs. innovative
Business-oriented vs. philanthropic pursuits
Collegial vs. bureaucratic
Accountable vs. autonomous
(Hattie & Marsh 1996)
Conclusion
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Effective institutional change will require understanding of significant
aspects of faculty work lives.
Change institutional tenure and promotion policies to incentivize
faculty
Grants education, outreach, and mentorship can assist bringing new
faculty into external funding.
We need to partner with internal auditors significantly for they are
great resources in bringing about institutional change as well as
setting up structure for compliance
Institution-wide plans for increase of external funding should take
into account dispersal of resources across the institution vs. focus of
resources on interested departments.